Status versus growth : (Record no. 37797)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01923naa a2200193uu 4500 |
| 001 - CONTROL NUMBER | |
| control field | 0121515034337 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20190211174215.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 101215s2010 xx ||||gr |0|| 0 eng d |
| 999 ## - SYSTEM CONTROL NUMBERS (KOHA) | |
| Koha Dewey Subclass [OBSOLETE] | PHL2MARC21 1.1 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | eng |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | LADD, Helen F. |
| 9 (RLIN) | 5801 |
| 245 10 - TITLE STATEMENT | |
| Title | Status versus growth : |
| Remainder of title | the distributional effects of school accountability policies |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Hoboken : |
| Name of publisher, distributor, etc. | Wiley-Blackwell, |
| Date of publication, distribution, etc. | Summer 2010 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Although the federal No Child Left Behind program judges the effectiveness of schools based on their students' achievement status, many policy analysts argue that schools should be measured, instead, by their students' achievement growth. Using a 10-year student-level panel data set from North Carolina, we examine how school-specific pressure associated with status and growth approaches to school accountability affect student achievement at different points in the prior-year achievement distribution. Achievement gains for students below the proficiency cut point emerge in schools failing either type of accountability standard, with the effects clearer for math than for reading. In contrast to prior research highlighting the possibility of educational triage, we find little or no evidence that failing schools in North Carolina ignore the students far below proficiency under either approach. Importantly, we find that the status, but not the growth, approach reduces the reading achievement of higher performing students. Our analysis suggests that the distributional effects of accountability pressure depend not only on the type of pressure for which schools are held accountable (status or growth), but also the tested subject |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | LAUEN, Douglas L |
| 9 (RLIN) | 43428 |
| 773 08 - HOST ITEM ENTRY | |
| Title | Journal of Policy Analysis and Management |
| Related parts | 29, 3, p. 426-450 |
| Place, publisher, and date of publication | Hoboken : Wiley-Blackwell, Summer 2010 |
| International Standard Serial Number | ISSN 02768739 |
| Record control number | |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periódico |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| -- | 20101215 |
| Operator's initials, OID (RLIN) | 1503^b |
| Cataloger's initials, CIN (RLIN) | Daiane |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| -- | 20110118 |
| Operator's initials, OID (RLIN) | 1736^b |
| Cataloger's initials, CIN (RLIN) | Carolina |
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